Lesson Planning Presentation

Learning TheoryAdapting/Developing Lesson Plans to Learning Theory

Sunday, October 16, 2011

Learning Theories

Constructivism

Cognitivism

Behaviorism


ConstructivismJean Piaget

Learning occurs when learners take new information and apply it to preexisting experiences and knowledge

Jerome Bruner

Learning is an active process and learners construct new ideas and concepts based on their past knowledge and experience

Jean Lave

Situated Learning

Learning is a function of the activity, context, and culture in which it occurs

Social interaction is a critical component of learning

Principles

Knowledge needs to be presented in an authentic context

Learning requires social interaction and collaboration


CognitivismCognitive Learning Theory

Based on human cognitive theory

Although not completely understood, research has demonstrated numerous elements and how they apply to learning

J. Sweller

Cognitive Load Theory

Only a number of elements can be stored in short-term memory and only for a short time

Long-term memory contents are complex structures (schemas)

Principles

Avoid working memory intensive means-to-an-end approaches

Integrate sources of information

Avoid unnecessary repetitive information

Use auditory and visual where both are essential


CognitivismRobert Gagne

Conditions of Learning

Learning can be categorized into five domains

Verbal information

Intellectual skills

Cognitive strategies

Motor skills

Attitudes

Each domain requires a different type of instruction

Intellectual skills can be organized in a hierarchy

Principles

Different instruction is required for different learning domains

Learning events influence the conditions of learning

Learning events are different for each learning domain

Learning hierarchies detail what skills are to be learned and in what sequence


BehaviorismJohn Watson

Early 1900’s

B. F. Skinner

Mid 1900’s

Behaviorism

Based on the work of Watson and Skinner

A learner’s behavior can be shaped

Positive reinforcement (the application of a stimulus desired by the learner)

Learning is passive and the learner is a “clean slate”

Learning is an observable change in a learner’s behavior


BehaviorismFred Keller

Personalized System of Instruction (PSI)

Self-paced modules

Promotes mastery of predetermined objectives

Sequentially, progressive tasks

Principles

Students proceed at their own pace based on ability and time constraints

Students move sequentially through a course, moving to the next unit once mastery is obtain for the current unit

Lectures and demonstrations are the vehicle for motivation and not the source of critical information

Student-teacher is mainly by written communication

Proctors are used which permits repeated testing, immediate scoring, tutoring, and enhanced social skills


Learning Domains

Bloom’s Taxonomy

In the early 1900’s Benjamin Bloom headed a group of Educational Psychologist who developed a classification of learning behaviors

Knowledge

Comprehension

Application

Analysis

Synthesis

Evaluation

Affective

Psychomotor


Learning DomainsBloom’s Taxonomy (continued)

In the early 1990’s Lorin Anderson headed a group of Cognitive Psychologist who updated Bloom’s Taxonomy for 21st century education

One of the major changes was from using nouns for each domain and replacing them with verbs

Most of this work was related to intellectual learning domains

Remembering

Understanding

Applying

Analyzing

Creating

Evaulating


Learning Domains

Gagne’s Learning Domains

There are five learning domains

Each domain requires a different type of learning

Verbal Information

Intellectual Skills

Cognitive Strategies

Motor Skills

Attitudes


Design Theories

Understanding by Design (Backward Design)

In 2005 Wiggins and McTighe proposed a design process that was described as a backward design process

Define the desired outcomes

Determine what learner performance would be evidence of learning

Select the appropriate content, materials, and activities


Design TheoriesConditions of Learning

Gagne proposed learning tasks could be organized in a hierarchy based on complexity

He described nine elements of learning in the hierarchy

Gaining attention

learning objectives

Stimulating recall

Presenting content/materials

Providing learning guidance

Eliciting performance

Providing feedback

Assessing performance

Generalization


It is estimated that by 2014 there will be over 25 million post-secondary students in distance learning of some type

It is also estimated that by 2018 there will be more students in distance learning than in brick and mortar (traditional) classrooms

The demand for distance learning instruction is increasing at an extremely fast pace

There are many learning and design theories

Effective use of a small number of learning and design theories the highest standards can be maintained

Instruction can be developed to effectively and efficiently meet the needs of all students

Review and Examples


Review and Examples

Middle school Geography

Learn the capitals of each state

Verbal Information

Behavioral theory is well suited for this type of lesson

Personal System of Instruction (modified)

High school General Physics course

Lab unit

Psychomotor skills, intellectual skills, and social skills

Constructivist theory is well suited for this type of lesson

Situated learning


Review and Examples

High school Special Education

Math lesson

Intellectual skills

Constructivist theory is well suited for this type of lesson

Situated Learning


Lesson Plan AdaptationOriginal lesson plan

General Physics, Newton’s Second Law of Motion

Reading assignment

Handout with several reflective thinking questions for independent work

This lesson plan will be adapted to meet DLC’s standards using a modified format based on Gagne’s Nine Element of Learning

A template has been provided for this practical exercise

Standards

All courses and lesson are based on National and State standards

Learning Domain

Gagne’s classifications


Lesson Plan AdaptationGaining attention

This IS rocket science

Objectives

Objectives must be measurable

Derive the standard equation for Newton’s Second Law of Motion

Algebraically manipulate the equation to solve for its various elements

Prerequisite learning/Recall of prior knowledge

All students must have mastered Lesson 1 and 2

A brief of review of Lesson 2 is provided

Recommend review of Lesson 1 and 2 if any part of introduction or initial parts are confusing

Reflective thinking, describe the difference between expression and equation


Lesson Plan Adaptation

Material/Content

Materials and content have been developed by the Director

Materials and content support learning objectives and meet the needs of the target population

Guidance (Structured and Informal)

Discussion boards, journals, and chat or instant messaging

Performance Practice

Performance practice is incorporated in Guidance and the following section

As part of guidance, students are asked leading questions to help them work through the steps for deriving the equation


Lesson Plan Adaptation

Assessments

Directly related to the learning objectives

Derive the equation for Newton’s Second Law of Motion

Algebraically manipulate the equation to solve for various elements

Review/Enhancing Retention

Briefly review concepts/ideas presented

Preview the next lesson

Connection between what has been mastered and how it will be used in the following lesson/lessons


Lesson Planning Template


Lesson Planning Presentation

Documents

Transcript of Lesson Planning Presentation